1. It is important to establish guidelines for children's behaviour so that all educators are consistent. These guidelines must also be compatible with the cultural and social context of the families and community within which the service operates. Complete the attached table by providing the aim of the regulation or standard.
2. Match the contributing factors to the example scenarios given in the following table
3. Ruffin (2009) writes on the developmental stages of children's social development, this knowledge should influence how educators establish and apply limits and guidelines for behaviour. Complete the following table.
Stage of social development
Newborn - 18 months
One year - Mid 2's
Mid 2's - Mid 4's
Mid 3's - 5 years
Mid 4's - 6 years
4. To complete this question refer to the following reading:
Supporting and managing children's behaviour: An early childhood resource. Produced by DECS Publishing R2196/2 p.15
Site behaviour code: In the reading ‘A site behaviour code supports positive outcomes for children, families, educators and the community" in the management of children's behaviour
a) How does the reading define a site behaviour code?
The policy describes the roles and responsibilities of departmental personnel, identifies relevant legislation and describes the department's approach to the support and management of children's behaviour.
b) List six ways the site behaviour code supports positive outcomes for children, families, educators and the community?
express their wants and needs in ways that respect the rights and safety of others
- interact positively with individuals and the group
- care for themselves, others and their environment
- recognise the consequences of their behaviour
- choose positive behaviours
- develop problem solving skills.
5. To complete this task, refer to the following reading:
Developmentally appropriate child guidance: Helping children gain self-control. Mosier, W. (2009).
a) Why is it important to involve the children in developing guidelines and rules for behaviour?
According to these practices, the purpose of child guidance, or discipline, is not to control young children but to help them learn to be cooperative. The most effective techniques help children learn how to accept responsibility for their actions and empower them to exercise self-control.
b) How can you involve 3 year olds in a cooperative approach to developing guidelines and rules for behaviour?
With 3-year-olds, you may need to propose two or three simple rules, explain the reasons behind them, and invite their cooperation.
c) How can you involve 4 year olds in a cooperative approach to developing guidelines and rules for behaviour?
d) Room rules can be reinforced through role playing, singing songs, and reading children's books about the rules. Research one song or rhyme that you could use with 4 year olds to reinforce assisting with packing away. List the name and details.
6. It is essential that educators respond to emerging challenging behaviours in a timely and appropriate manner. List the six (5) ways educators can fulfil this responsibility
7. List the ten levels of the Guidance Continuum that educators can use to support children while managing behaviour.
8. Explain the concept of ‘Mistaken Behaviour' developed by Gartrell (2004)
9. Read each scenario and answer the questions
Swearing
Georgie (2.5 years) is trying to stack some blocks which keep falling over. After the third attempt he says, ‘Damn buddy bugger blocks!'
a) Is Georgie's reaction mistaken behaviour or unacceptable behaviour
b) Using the guidance continuum, select the level of intervention you would apply as an educator
c) Give reasons for your answer
10. When challenging behaviour is identified, gathering information from all involved in caring for the child will assist in the design of the behaviour management plan.
11. Define the information/influences that should be considered when behaviour of concern is identified.
12. Listed below are some basic principles for guiding behaviour. For each principle provide an explanation for its importance when devising strategies to guide the development of positive behaviour in young children.
13. Time-out was a popular behaviour management strategy of the 1970's. Its effectiveness and appropriateness for use in early childhood has been challenged
List 5 reasons why the use of time-out is considered to be an inappropriate behaviour management strategy for young children?
16. Using the Five finger formula suggested by Gartrell (2004), describe how you would assist the children to apply a conflict resolution strategy to resolve the following scenario so that there is a win:win outcome for the children
17. Read the scenario and answer the related questions.
a. Suggest why the educator's intervention was inappropriate
b. What do you think the girls ‘learnt' from the educator's handling of this disagreement? (It may not be ‘positive' learning.)
c. Applying Gartrell's (2004) Five finger formula list the steps the educator should have used to guide the children in conflict resolution.
18. Educators can identify behaviours of concern through functional assessment. What is the purpose of functional assessment?
20. Information on behaviour is gathered from observations which must be reliable, valid and free from bias. Define reliable, valid and free from bias in the context of educator's observations of children's behaviour
21. Information gathered in relation to a child's behaviour can be used when analysing the child's behaviour and/or when communicating or liaising with those people who care for the child or when making referrals. List five stakeholders who could read the child's documentation.
22. There are six steps in a functional assessment.
Complete the table by explaining how each step is implemented - i.e. what actions do the educators need to apply?
23. Once a functional assessment has been completed, you would need to share your findings with all those involved with the child and gather information from them too.
Who would you want to include in this process?
24. List the key points that the educator must take into account when discussing behaviour concerns with parents.
25. Complete the following table by matching the five key steps in a behaviour plan and the explanation of how each step would be implemented.
26. Tick the behaviour descriptions which are reliable, valid and free from bias
- He is always naughty
- She never listens
- He has difficulty joining play situations with peers
- She finds it hard to control her emotions, particularly anger
- He's spoilt and selfish
- She uses language that insults, hurts other's feelings and ends interactions
- He's aggressive
- He will physically hit, push or kick if not able to have his way
27. Explain the difference between Short Term Objectives and Long Term goals. Give one example of each.
28. Selecting activities and strategies
a. How would you decide the activities/actions/experiences that would be the focus of your plan for this child?
b. How would you decide the strategies/consequences/rewards to be used?
29. Implementing the behaviour plan
Tick the appropriate strategies for educators to use when implementing a behaviour plan.
- The objectives and goals are clearly explained to everyone involved.
- Not all educators agree that there is a problem.
- The child's parents have been included in the discussion and planning.
- The regular Room Leader will be away for the next six weeks on Long Service Leave.
- Printed copies of the behaviour plan have been distributed to all educators, Director and the child's parents.
- The environment has been organised to minimise the potential for inappropriate behaviour
- Not all educators have been informed of the behaviour plan.
- A date has been set for a review meeting.
- Educators know what observations and comments to record and where to record them.
30. Monitoring and reviewing.
Explain why it is important to monitor and review the effectiveness of the Plan.
31. Read each attached observations about Jonty and then answer the following question
Attachment:- Establish and implement plans.rar